Creative Teaching

An Evidence-Based Approach

  • Dennis┬áSale

Part of the Cognitive Science and Technology book series (CSAT)

Table of contents

About this book

Introduction

This book contains an evidence-based pedagogic guide to enable any motivated teaching/training professional to be able to teach effectively and creatively. It firstly summarises the extensive research field on human psychological functioning relating to learning and how this can be fully utilised in the design and facilitation of quality learning experiences. It then demonstrates what creativity actually 'looks like' in terms of teaching practices, modelling the underpinning processes of creative learning design and how to apply these in lesson planning. The book, having established an evidence-based and pedagogically driven approach to creative learning design, extensively focuses on key challenges facing teaching professionals today. These include utilising information technologies in blended learning formats, differentiating instruction, and developing self-directed learners who can think well. The main purpose of the book is to demystify what it means to teach creatively, explicitly demonstrating the principles of good pedagogic design and communication strategies that underpin such activity. The message is clear - creative teaching competence is both a highly useful and a learnable capability.

Keywords

Blended Learning CDIO Communication Strategies Communication Technologies Creative Instructional Strategies Creative Learning Design Creative Teaching Curriculum Innovation Information-communication Technologies Psychology Related Teaching

Authors and affiliations

  • Dennis┬áSale
    • 1
  1. 1.Singapore PolytechnicSingaporeSingapore

Bibliographic information

  • DOI https://doi.org/10.1007/978-981-287-534-1
  • Copyright Information Springer Science+Business Media Singapore 2015
  • Publisher Name Springer, Singapore
  • eBook Packages Engineering
  • Print ISBN 978-981-287-533-4
  • Online ISBN 978-981-287-534-1
  • Series Print ISSN 2195-3988
  • Series Online ISSN 2195-3996
  • About this book
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